1、美國高等教育信息素養(yǎng)能力標準美國高等教育信息素養(yǎng)能力標準Information Literacy Competency Standards for Higher Education美國圖書館協(xié)會（The Association of College and Research Libraries）美國大學和研究型圖書館協(xié)會（A division of the American Library Association）翻譯：白健最近關(guān)于事實檢索的討論讓我們思考什么才是檢索的問題。除了文獻檢索，是不是還忽略了某些東西？檢索知識交流版存在的意義與宗旨又是什么？獲得信息能力的培養(yǎng)是否比信息（文獻）本身更

2、加重要？重讀美國高等教育信息素養(yǎng)能力標準一文，開宗明義，信息素養(yǎng)是指個人“能認識到何時需要信息，和有效地搜索、評估和使用所需信息的能力?！绷钊嘶砣婚_朗。該文內(nèi)容翔實，表述清楚，思路縝密，是指導我們提高信息素質(zhì)，提升檢索能力不可多得的材料，特此全文轉(zhuǎn)載，希望大家閱讀過程中有所裨益。目錄（Index）：信息素養(yǎng)定義（Information Literacy Defined）信息素養(yǎng)和信息技術(shù)（Information Literacy and Information Technology）信息素養(yǎng)和高等教育（Information Literacy and Higher Education）信息素養(yǎng)

3、和教學（Information Literacy and Pedagogy）標準的使用（Use of the Standards）信息素養(yǎng)及其評估（Information Literacy and Assessment）標準，表現(xiàn)指標和成果（Standards, Performance Indicators and Outcomes）附錄一 節(jié)選信息素養(yǎng)動態(tài)（Appendix I: Selected Information Literacy Initiatives）信息素養(yǎng)能力標準的撰寫人（Developers of the Information Literacy Competency St

4、andards）延伸閱讀：你具備信息素質(zhì)嗎？標準原文及譯文的pdf版本在該帖中找我的檢索感想 screen.width-333)this.width=screen.width-333 width=640 height=469 title=Click to view full Snap2.jpg (645 X 473) border=0 align=absmiddle一、信息素養(yǎng)定義（Information Literacy Defined）信息素養(yǎng)是指個人“能認識到何時需要信息，和有效地搜索、評估和使用所需信息的能力。”信息素養(yǎng)在當代科技迅速發(fā)展和信息資源極其豐富的環(huán)境下變得越來越重要。 由于

5、環(huán)境變得愈漸復雜，個人在學習、工作和生活中面臨著多樣化的，豐富的信息選擇。信息可以來自圖書館、社區(qū)、行會、媒體和互聯(lián)網(wǎng)。越來越多的未經(jīng)過濾的信息的出現(xiàn)使得它們失去了真實性，正確性和可靠性。另外，個人很難理解和評估以圖片、聲像和文本的形式存在的信息。 信息的不可靠性和不斷增加的數(shù)量對社會形成威脅。如果缺乏有效利用信息的能力，大量信息本身并不能使大眾從中汲取知識。Information literacy is a set of abilities requiring individuals to “recognize when information is needed and have the

6、ability to locate, evaluate, and use effectively the needed information.” Information literacy also is increasingly important in the contemporary environment of rapid technological change and proliferating information resources. Because of the escalating complexity of this environment, individuals a

7、re faced with diverse, abundant information choicesin their academic studies, in the workplace, and in their personal lives. Information is available through libraries, community resources, special interest organizations, media, and the Internetand increasingly, information comes to individuals in u

8、nfiltered formats, raising questions about its authenticity, validity, and reliability. In addition, information is available through multiple media, including graphical, aural, and textual, and these pose new challenges for individuals in evaluating and understanding it. The uncertain quality and e

9、xpanding quantity of information pose large challenges for society. The sheer abundance of information will not in itself create a more informed citizenry without a complementary cluster of abilities necessary to use information effectively.信息素養(yǎng)為一生學習奠定基礎。它適用于各個學科、各種學習環(huán)境和教育水平。它可以讓學習者掌握內(nèi)容，擴展研究的范圍，有更多主

10、動性和自主性。有信息素養(yǎng)的人應能做到以下幾點： 決定所需信息的范圍。 有效地獲取所需信息。 嚴格評價信息及其相關(guān)資源。 把所選信息融合到個人的知識庫中。 有效運用信息達到特定目的。 運用信息同時了解所涉及的經(jīng)濟,法律和社會范疇,合法和合理地獲得和利用信息。Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learne

11、rs to master content and extend their investigations, become more self-directed, and assume greater control over their own learning. An information literate individual is able to: Determine the extent of information needed Access the needed information effectively and efficiently Evaluate informatio

12、n and its sources critically Incorporate selected information into ones knowledge base Use information effectively to accomplish a specific purpose Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally延伸閱讀：今天你search

13、了沒有?提問的智慧二、信息素養(yǎng)和信息技術(shù)（Information Literacy and Information Technology）信息素養(yǎng)與運用信息技術(shù)的技能有關(guān), 但對個人、教育系統(tǒng)和社會而言, 卻又有著更廣的內(nèi)涵。信息技術(shù)的技能使個人通過對電腦、軟件、數(shù)據(jù)庫和其他技術(shù)的運用,從而實現(xiàn)各種各樣學術(shù)性的、工作上的或個人的目標。具備信息素養(yǎng)的個人必然需要發(fā)展一些信息技術(shù)的技能。Information literacy is related to information technology skills, but has broader implications for the indi

14、vidual, the educational system, and for society. Information technology skills enable an individual to use comput-ers, software applications, databases, and other technologies to achieve a wide variety of academic, work-related, and personal goals. Information literate individuals necessarily develo

15、p some technology skills. 信息素養(yǎng),雖然與信息技術(shù)的技能之間表現(xiàn)出顯著的重復性,但卻與之有區(qū)別而且是范圍更為廣泛的能力。信息技術(shù)的技能會越來越多的與信息素養(yǎng)交織并支持它。一份來自1999 年的國家研究院的報告提倡信息技術(shù)中的”熟練”的概念并描述了信息素養(yǎng),計算機素養(yǎng)和更廣泛的技術(shù)能力之間的幾個顯著區(qū)別。這份報告注解的計算機素養(yǎng)指的是死記硬背具體的硬件和軟件的運用, 然而“熟練地運用技術(shù)”則強調(diào)理解技術(shù)的基本概念,以及把解決問題和判斷思維運用到技術(shù)中。這份報告也討論了信息技術(shù)的熟練性和中小學教育及高等教育所理解的信息素養(yǎng)的區(qū)別。概括這些區(qū)別就是信息素養(yǎng)強調(diào)內(nèi)容、交流、分

16、析、信息搜索和評估;而信息技術(shù)的”熟練性”則強調(diào)對技術(shù)的深入了解從而獲得越來越多的應用技能。Information literacy, while showing significant overlap with information technology skills, is a distinct and broader area of competence. Increasingly, information technology skills are interwoven with, and support, informa-tion literacy. A 1999 report f

17、rom the National Research Council promotes the concept of “fluency” with information technology and delineates several distinctions useful in understanding relationships among information literacy, computer literacy, and broader technological competence. The report notes that “computer literacy” is

18、concerned with rote learning of specific hardware and software applications, while “fluency with technol-ogy” focuses on understanding the underlying concepts of technology and applying problem-solving and critical thinking to using technology. The report also discusses differences between informati

19、on technology fluency and information literacy as it is understood in K-12 and higher education. Among these are information literacys focus on content, communication, analysis, information searching, and evaluation; whereas information technology “fluency” focuses on a deep understanding of technol

20、ogy and graduated, increasingly skilled use of it.能夠“熟練”地運用信息技術(shù)比計算機素養(yǎng)指的死記硬背具體的硬件和軟件的運用要求更多的智力，但仍是側(cè)重于技術(shù)。從另一方面講，信息素養(yǎng)是理解、搜索、評估和使用信息的智能框架。雖然這些活動可以部分通過熟練掌握信息技術(shù)，部分通過正確的研究方法完成，但最重要的是通過判斷思維和推理完成。通過會利用技術(shù)而又獨立于技術(shù)的能力，有信息素養(yǎng)的人啟動、維持和延伸畢生的學習?！癋luency” with information technology may require more intellectual abili-

21、ties than the rote learning of software and hardware associated with “com-puter literacy”, but the focus is still on the technology itself. Information literacy, on the other hand, is an intellectual framework for understanding, finding, evaluating, and using informationactivities which may be accom

22、-plished in part by fluency with information technology, in part by sound investigative methods, but most important, through critical discernment and reasoning. Information literacy initiates, sustains, and extends lifelong learning through abilities which may use technologies but are ultimately ind

23、ependent of them.延伸閱讀：Google搜索從入門到精通v4.0三、信息素養(yǎng)和高等教育（Information Literacy and Higher Education）培養(yǎng)畢生的學習習慣是高等教育的主要目標。通過培養(yǎng)個人推理和批判的能力，通過幫助他們建立學習方法的框架，高等院校為他們將來在事業(yè)上繼續(xù)發(fā)展，做有知識的公民和社區(qū)成員奠定基礎。信息素養(yǎng)是畢生學習的重要組成部分。信息素養(yǎng)能力把學習延伸到課堂之外，在個人開始實習，接受第一個職位，在生活中擔負更多的責任的過程中得到練習。由于信息素養(yǎng)提高了學生評價，管理和使用信息的能力，幾個地區(qū)性和學科性的認證組織把信息素養(yǎng)作為大學生教

24、育的關(guān)鍵成果。Developing lifelong learners is central to the mission of higher education institutions. By ensuring that individuals have the intellectual abilities of reasoning and critical thinking, and by helping them construct a framework for learning how to learn, colleges and universities provide the

25、foundation for continued growth throughout their careers, as well as in their roles as informed citizens and members of communities. Information literacy is a key component of, and contributor to, lifelong learning. Information literacy competency extends learning beyond formal classroom settings an

26、d provides practice with self-directed investigations as individuals move into internships, first profes-sional positions, and increasing responsibilities in all arenas of life. Because information literacy augments students competency with evaluating, manag-ing, and using information, it is now con

27、sidered by several regional and disci-pline-based accreditation associations as a key outcome for college students.不在傳統(tǒng)校園的學生可以通過網(wǎng)絡和其他渠道使用信息資源。分布教學技術(shù)容許在不同地點和時間的學生和教師之間進行教學。通過遠程教育增進信息素養(yǎng)的難處在于培養(yǎng)與在傳統(tǒng)校園類似的對信息資源的學習經(jīng)驗。遠程教育學生應具有和在校學生同樣水平的信息素養(yǎng)。For students not on traditional campuses, information resources ar

28、e often available through networks and other channels, and distributed learning technologies permit teaching and learning to occur when the teacher and the student are not in the same place at the same time. The challenge for those promoting information literacy in distance education courses is to d

29、evelop a comparable range of experiences in learning about information resources as are offered on traditional campuses. Information literacy competencies for distance learning students should be comparable to those for “on campus” students. 把信息素養(yǎng)融合到大學課程、學科與服務和管理中要求教員， 圖書管理員和學校領導之間的協(xié)作。教員通過講課和引導討論創(chuàng)造學

30、習環(huán)境。他們也會鼓勵學生探索未知世界，指導學生滿足信息需要，并且觀察學生的進展。大學圖書館員協(xié)調(diào)智力資源的評估和挑選；整理和維護圖書館館藏并提供多種信息搜索工具；教授學生和教員信息搜索的技巧。學校領導應為這種協(xié)作和所有啟動信息素養(yǎng)課程的人員培訓和發(fā)展創(chuàng)造條件，籌劃和維持信息素養(yǎng)課程。Incorporating information literacy across curricula, in all programs and services, and throughout the administrative life of the university, requires the coll

31、aborative efforts of faculty, librarians, and administrators. Through lectures and by leading discussions, faculty establish the context for learning. Faculty also inspire students to explore the unknown, offer guidance on how best to fulfill information needs, and monitor students progress. Academi

32、c librarians coordinate the evaluation and selection of intellectual resources for programs and services; organize, and maintain collections and many points of access to information; and provide instruction to students and faculty who seek information. Administrators create opportunities for collabo

33、ration and staff development among faculty, librarians, and other professionals who initiate information literacy programs, lead in planning and budgeting for those programs, and provide ongoing resources to sustain them.四、信息素養(yǎng)和教學（Information Literacy and Pedagogy）波伊爾委員會報告重整本科生教育建議了一些策略，可令學生積極“構(gòu)思一個或

34、一系列問題，積極地研究和有創(chuàng)造性地尋找答案，并具備闡述結(jié)果的交流能力?！?在此基礎上構(gòu)造的課程創(chuàng)造了一個以學生為中心的學習環(huán)境。在這個環(huán)境里，學生不斷詢問，培養(yǎng)解決問題的能力是重點，判斷思維是重要組成部分。這樣的學習環(huán)境要求學生有信息素養(yǎng)能力。The Boyer Commission Report, Reinventing Undergraduate Education, recommends strategies that require the student to engage actively in “framing of a significant question or set o

35、f questions, the research or cre-ative exploration to find answers, and the communications skills to convey the results.” Courses structured in such a way create student-centered learning environments where inquiry is the norm, problem solving becomes the focus, and thinking critically is part of th

36、e process. Such learning environments require information literacy competencies.有了信息素養(yǎng)學生就會有更多自主學習的機會，因為他們可以利用多樣的信息資源來擴充他們的知識，提出好的問題，增強判斷思維能以應付進一步的自主學習。認識到信息素養(yǎng)不是附加到課程之上的，而是融入課程的內(nèi)容、結(jié)構(gòu)和順序是掌握信息素養(yǎng)能力的基本要求。課程的融合可以增加以學生為中心的教學方法（諸如基于解決問題的學習，基于證據(jù)的學習和質(zhì)詢式的學習）的影響。在教員和其他有關(guān)人員的指導下，運用基于解決問題的學習方法的學生可以比只通過講課和課本知識更深層次的

37、思考上課內(nèi)容。要想完全掌握基于問題的學習方法，學生必須經(jīng)常使用能夠使他們得以熟練使用來自不同地點和格式的信息來源的思考技巧，從而增強他們對學習的責任感。Gaining skills in information literacy multiplies the opportunities for students self-directed learning, as they become engaged in using a wide variety of information sources to expand their knowledge, ask informed questions

38、, and sharpen their critical thinking for still further self-directed learning. Achieving competency in information literacy requires an understanding that this cluster of abilities is not extraneous to the curriculum but is woven into the curricu-lums content, structure, and sequence. This curricul

39、ar integration also affords many possibilities for furthering the influence and impact of such student-cen-tered teaching methods as problem-based learning, evidence-based learning, and inquiry learning. Guided by faculty and others in problem-based approaches, students reason about course content a

40、t a deeper level than is possible through the exclusive use of lectures and textbooks. To take fullest advantage of prob-lem-based learning, students must often use thinking skills requiring them to become skilled users of information sources in many locations and formats, thereby increasing their r

41、esponsibility for their own learning. 個人可以通過很多途徑來獲得他們要尋求的信息。 第一種途徑是利用信息檢索系統(tǒng)。這種檢索系統(tǒng)可以在圖書館里找到，或是可以在任何地方通過電腦訪問的數(shù)據(jù)庫里找到。另一種途徑是運用一種合適的研究方法來直接觀察現(xiàn)象。例如，醫(yī)生、考古學家和宇航員經(jīng)常利用物理實驗來檢測某種現(xiàn)象的存在。除此之外，數(shù)學家、化學家和物理學家經(jīng)常運用像統(tǒng)計軟件或模擬器這樣的技術(shù)來創(chuàng)造人為的環(huán)境用于觀察和分析現(xiàn)象之間的作用。在學生的本科和研究生階段，他們必須多次地查詢，評估和管理從不同來源和運用不同學科性的研究方法所收集到的信息。To obtain the i

42、nformation they seek for their investigations, individuals have many options. One is to utilize an information retrieval system, such as may be found in a library or in databases accessible by computer from any location. Another option is to select an appropriate investigative method for observing p

43、henomena directly. For example, physicians, archae-ologists, and astronomers frequently depend upon physical examination to detect the presence of particular phenomena. In addition, mathematicians, chemists, and physicists often utilize technologies such as statistical soft-ware or simulators to cre

44、ate artificial conditions in which to observe and analyze the interaction of phenomena. As students progress through their undergraduate years and graduate programs, they need to have repeated opportunities for seeking, evaluating, and managing information gathered from multiple sources and discipli

45、ne-specific research methods.相關(guān)教程下載：信息素養(yǎng)與高校教師專業(yè)化五、標準的使用（Use of the Standards）美國高等教育信息素養(yǎng)能力標準為評估信息素養(yǎng)提供了一個框架。它延伸了美國學校圖書管理員協(xié)會信息素養(yǎng)標準工作組的成果，為高等教育提供了與中小學一樣能列出信息素養(yǎng)能力的機會，從而使得各個年級的學生有相應的標準。以下列出的能力標準是教員，圖書管理員和其他有關(guān)人員確定可以證明學生具有信息素養(yǎng)的指標。學生也會發(fā)現(xiàn)能力標準很有用處，因為它為學生提供了一個指導他們決定怎樣處理信息的框架。這會促使學生感到培養(yǎng)超認知的學習方法的需要，讓他們認識到收集、分析和使用

46、信息所需的明確的行動。所有的學生必須表現(xiàn)出這個標準中描述的能力，但每個人的能力會有高低快慢之分。Information Literacy Competency Standards for Higher Education provides a framework for assessing the information literate individual. It also extends the work of the American Association of School Librarians Task Force on Information Literacy Standard

47、s, thereby providing higher educa-tion an opportunity to articulate its information literacy competencies with those of K-12 so that a continuum of expectations develops for students at all levels. The competencies presented here outline the process by which faculty, librarians and others pinpoint s

48、pecific indicators that identify a student as information literate. Students also will find the competencies useful, because they provide students with a framework for gaining control over how they interact with information in their environment. It will help to sensitize them to the need to develop

49、a metacognitive approach to learning, making them conscious of the explicit actions required for gathering, analyzing, and using information. All students are expected to demonstrate all of the competencies described in this document, but not everyone will demonstrate them to the same level of profi

50、ciency or at the same speed. 另外，一些學科會在這個過程的某些環(huán)節(jié)強調(diào)對某些能力的掌握， 因此在任何衡量機制下一些能力會比別的能力占更多的比重。因為每個標準都要求學生總結(jié)經(jīng)驗教訓，回到上一步，修改搜索信息的方法，然后重復同樣的步驟，許多能力會被多次使用。Furthermore, some disciplines may place greater emphasis on the mastery of competencies at certain points in the process, and therefore certain compe-tencies w

51、ould receive greater weight than others in any rubric for measure-ment. Many of the competencies are likely to be performed recursively, in that the reflective and evaluative aspects included within each standard will require the student to return to an earlier point in the process, revise the infor

52、mation-seeking approach, and repeat the same steps. 為了完全實現(xiàn)這些標準，一個機構(gòu)應首先根據(jù)它的宗旨和教學目標決定信息素養(yǎng)會怎樣改進學習和提高機構(gòu)的效果。對教師員工進行培訓是促使他們接受這個概念的關(guān)鍵。To implement the standards fully, an institution should first review its mission and educational goals to determine how information literacy would improve learning and enhan

53、ce the institutions effectiveness. To facilitate acceptance of the concept, faculty and staff development is also crucial.六、信息素養(yǎng)及其評估（Information Literacy and Assessment）以下的能力中包括五個標準和二十二個表現(xiàn)指標。這些標準側(cè)重于各個水平高等教育學生的需要。這些標準列出一系列的成果來評估學生在培養(yǎng)信息素養(yǎng)上取得的進展。這些成果為教師和圖書管理員根據(jù)各個機構(gòu)不同情況制定衡量學生學習方法是提供了指導準則。除了衡量學生基本信息素養(yǎng)，教師

54、和圖書管理員應一起擬定適用于不同學科的評估方法和策略，因為在這些領域中信息素養(yǎng)在知識創(chuàng)造、學術(shù)活動和出版過程有明顯的作用。In the following competencies, there are five standards and twenty-two performance indicators. The standards focus upon the needs of students in higher education at all levels. The standards also list a range of outcomes for assessing stud

55、ent progress toward information literacy. These outcomes serve as guidelines for faculty, librarians, and others in developing local methods for measuring student learning in the context of an institutions unique mission. In addition to assessing all students basic information literacy skills, facul

56、ty and librarians should also work together to develop assessment instruments and strategies in the context of particular disciplines, as information literacy manifests itself in the specific understanding of the knowledge creation, scholarly activity, and publication processes found in those discip

57、lines.在執(zhí)行這些標準的過程中，這些機構(gòu)應認識到不同水平的思考能力是與不同的學習成果相對應的。因此，不同的方法和策略在評估這些成果中起決定性作用。例如，布魯姆的教育目標分類學中的“高級”和“低級”思考能力在這個標準的成果指標中充分體現(xiàn)出來。我們強烈認為對適合于每種成果相關(guān)聯(lián)的思考能力的評估標準應成為一個機構(gòu)實施計劃不可缺少的一部分。In implementing these standards, institutions need to recognize that different levels of thinking skills are associated with variou

58、s learning outcomesand therefore different instruments or methods are essential to assess those outcomes. For example, both “higher order” and “l(fā)ower order” thinking skills, based on Blooms Taxonomy of Educational Objectives, are evident throughout the outcomes detailed in this document. It is strongly suggested that assessment methods appropriate to the thinking skills associ-ated with each outcome be identified as an integral part of the institutions implementation plan. 例如，以下成果解釋了“高級”和“低級”思考能力：“低級”思考能力：成果 二.二.2. 找出與所需信息的關(guān)鍵詞、同義詞和相關(guān)詞?！案呒墶彼伎寄芰Γ撼晒?三.三.